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Dissertations / Theses on the topic 'Teenagers Teaching Teenagers''
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1
Kohl, Barbara Marie. "Teenage sexual morality a supplemental resource on secular viewpoints, biblical teaching from an evangelical Protestant perspective, and practical implications for Christian teens /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 1995.Abstract and vita. Includes appendix F, The Booklet: Your body God's sanctuary : Sex for Christian teens, biblical answers to your questions, 49 leaves (= v. 2, leaves [39-88]) Includes bibliographical references (v. 2, leaves 111-132).
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Greene, R. Dallas. "Developing individuative-reflective faith in adolescents through doctrinal and apologetic teaching and ministry experience." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Ng, Alan. "The cultural impact of teaching Sunday school to Chinese-American high school students." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Overholt, Steven M. "Instructing new believers to filter the teaching of this world through God's Word." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1176.
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Farmiloe, Bridget Joy Anne, and n/a. "An exploration of the personal experience of peer leadership." University of Canberra. Professional & Community Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060710.094543.
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Drug use and misuse among young people in Australia has caused concern throughout the
community and has prompted nationwide action to address the problem. One component of
intervention strategies with young people is drug education.
Drug education in Australia represents an international philosophy of prevention and takes
a harm minimisation approach to intervention. One strategy that has had international
success in the area of drug education with young people, and that has been used effectively
in health education in Australia since the 1970s, is peer education.
Peer drug education involves young people conducting drug education sessions with their
peers. An example of peer drug education in Australia is the Teenagers Teaching
Teenagers' (Triple T) program, conducted in the Australian Capital Territory (ACT).
Evaluations and descriptions of peer drug education programs tend to focus more on
outcomes pertaining to program recipients and fail to explore in detail the specific
experience of peer leaders. Existing research on the experience of peer leadership does not
explore in detail the personal experience of leaders, that being the effect of peer leadership
training and duties on leaders' personal perceptions of drugs, their behaviour with drugs and
their own feelings and skills.
This thesis explores the personal experience of a group of peer leaders who participated in
the Triple T program in 1994. It considers their perceptions of the program at the time of
training and then goes on to explore the impact of this experience on their formulation of
ideas about drugs to the present day.
The thesis is a qualitative project which utilises in-depth interviewing and focus groups to
gather data and then presents a thematic analysis of participant response. The thesis asks
two research questions,
1. What do young men and women involved in the Triple T program take from the
experience of peer leadership training and duties?
2. In what way does the Triple T' experience appear to contribute to the development
of drug related ideas of these young people in the two years following involvement in
the program?
The findings suggest that the participants gained information, skills and personal
development from the training and generally found it to be a positive experience. However,
participants distanced themselves personally from a substantial amount of the training
content and did not personally reflect on the training content to any great extent at the time
of training. Training processes and some aspects of leadership duties more personally
affected them, although again there was personal distancing from this part of the program.
In exploring the findings there was difficulty determining the influence of the training
experience due to participant reluctance to attribute influence to any one source on the
formulation of ideas. Instead, participants describe a complex interaction of influences on
the formulation of ideas about drugs and a process which involves maintaining control,
upholding the notion of informed choice and incorporating ideas about drugs into the
formation of an adult identity. Influences on these ideas include the training, actual
experiences with drugs and observations of others.
The thesis exploration suggests that being involved in peer drug education does impact on
peer leaders but this experience was not personalised to any great degree at the time of
training. However, in the following two years, participants called on the training
information as well as other influences as they formed their ideas about drugs.
The thesis raises some issues of how to maximise leaders' personal connection to the peer
drug education process, if this is in fact a desired outcome of peer education. It also
suggests the need for further research into the experience of peer leaders who seem to have
remained the least considered party in the peer education movement.
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Hall, Katy. "Creating a strategic teaching dialogue with students and teachers on the World Wide Web /." [Rohnert Park, Calif.], 2000. http://petal.fortbragg.k12.ca.us/success.
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Bracken, Sarah. "Effective teaching strategies for raising academic achievement of low-income adolescents." Online pdf file accessible through the World Wide Web, 2007. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Bracken_S%20MITthesis%202007.pdf.
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Hendricks, Farah. "A participatory action research approach to engaging peer educators in the prevention of teenage pregnancy." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/16011.
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The phenomenon of teenage pregnancy among school-going youth is on the increase in South Africa, despite the existence of a number of intervention programmes. Although both curricular and co-curricular awareness programmes targeting this phenomenon are currently employed within South African schools, these programmes have patently not met with much success, since the problem remains acute. It was the question why these programmes are not succeeding in alleviating the problem that prompted my interest in undertaking this study. Based on literature that suggests that those programmes that are successful in reaching the youth are designed through participatory processes, rather than being designed by outside experts, my thesis proposes that prevention programmes that are designed and implemented by the youth for the youth may be more successful in helping them to make healthy decisions in terms of their sexual behaviour. This study attempted to engage youth in a participatory way in identifying and exploring their perceptions of teenage pregnancy and using the knowledge thus gained to design, implement and evaluate prevention strategies in their school. The study is informed by social learning theory and adopted a participatory action research (PAR) design, which is located in a critical paradigm. I purposefully recruited twenty-four youths (14 females and 10 males) to participate. The primary research question that guided this study was: “How can peer educators be engaged to create prevention strategies to reduce teenage pregnancy and its impacts?” The following sub-questions were identified from the primary research question: What do learners themselves know feel and experience with regard to the causes and effects of teenage pregnancy How might a participatory methodology help learners to create relevant and contextualised strategies for addressing teenage pregnancy? How can such strategies be implemented in a school system? What recommendations could be made for addressing teenage pregnancy in a contextualised way? The research was conducted in two cycles. In Cycle One, data was generated through two focus group discussions, led by a young researcher from the community to encourage openness and honesty. In addition through snowball sampling, six teenage mothers and two teenage fathers agreed to be interviewed individually. The same questions were asked in the two discussions and the individual interviews, namely: “What do you know, feel and think about teenage pregnancy?” In the first cycle, I responded to my first sub-research question. Interviews, drawings and focus group discussions were used to generate data. Three themes emerged from the data to provide insight into how the youth at the school perceived the phenomenon of teenage pregnancy. The findings from this cycle revealed certain tensions between what youth said they needed and what adults, such as teachers and parents, thought they needed to know. The participating teenagers regarded themselves as sexual beings, while the adults in their sphere of influence preached abstinence, moralised or merely cited the facts, without entering into any discussion of how young people could deal with social pressures and better protect themselves against unplanned pregnancy. The participating youth were clearly aware of how to prevent pregnancy, but the social barriers to using condoms or contraceptive pills were a stumbling block. They possessed knowledge of the potential consequences of risky behaviour, but this did not stop them from engaging in such behaviour. In the second cycle of the research, the participants used the findings of the first cycle to develop prevention messages and strategies to convey these messages to their peers. They used participatory visual methods to accomplish this. The findings from this cycle revealed that a peer education approach helped participants to increase maturity in sexual decision-making, had a positive effect on the learning and acquisition of new skills, and improved critical thinking relating to sexuality. The study also had a positive impact on other learners’ knowledge and the attitudes displayed by both learners and teachers, and also led to improvements in school policies related to sexuality education. It is contended that the study contributed important theoretical and methodological insights. Knowledge generated from the study could make a contribution to the field of sexuality education and how it should be approached in schools, particularly in communities facing social and economic adversity. The methodological contribution of this study provided guidelines and theory on how participatory action research and participatory methods can be implemented in schools to enable youth to influence change in their schools, not only regarding teenage pregnancy, but also other social issues.
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Broduer, Christine M., and Christine M. Broduer. "Community and Youth Empowerment Through Artmaking: Teaching Teens Social Justice through Visual Journaling." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625310.
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In this case study I document a group of youth, ages thirteen to fifteen, as they investigate and explore social justice issues and personal beliefs in order to create a community service learning project. Ideas are presented through the introduction of activist art and also by the viewing of recordings of a variety of perspectives on social justice issues and community involvement from a diverse population. The vehicle of inquiry in the study is the production of a visual journal in which thoughts, feelings, perceptions, and ideas will be examined and considered through art making. A review of literature related to the benefits of artmaking and individual storytelling, teaching social justice issues, and the influence of visual culture provide insight and foundation for the study. Qualitative research methods are incorporated to determine the effectiveness of connecting the making of art to the instigation of community involvement. The data collected and interpreted to inform the conclusions are interviews, discussions, and visual and written responses by the participants in the study. The conclusions may be used in either a classroom or community art forum and contribute to the foundational body of knowledge that asserts that art making and critical thinking are necessary components of contributing to today's society.
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Kaija, Barbara Night Mbabazi. "An investigation of how Kampala teenagers who read Straight talk negotiate HIV/AIDS messages." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1002894.
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This study is a qualitative ethnographic investigation of how teenagers in Kampala, Uganda, who read the HIV/AIDS publication aimed at adolescents, Straight Talk, negotiate HIV/AIDS messages. It seeks to establish to what extent these secondary school teenagers accept the key messages (known as ABC; Abstain, Be faithful or use a Condom) and understand the factual aspects of the messages about HIV/AIDS, its process of transmission and prevention. It also seeks to probe how the lived realities of the teenagers affect their particular negotiations of the HIV/AIDS messages. It includes a focus on how proximity to HIV/AIDS, gender and family economic disposition might affect teenagers, negotiation of the HIV/AIDS meanings. To investigate the respondents’ reception of HIV/AIDS messages, the study employed focus groups that consisted of two stages, namely the ‘news game’ and group discussions. In the ‘news game’ stage (Philo, 1990; Kitzinger, 1993) the teenage participants were required to produce a version of a one-page copy of an HIV/AIDS newspaper targeting teenagers. In the second stage of the focus group a structured discussion probed the teenagers’ negotiation of the HIV/AIDS media messages. In the news game, the teenagers on the whole reproduced the key Straight Talk HIV/AIDS messages ‘Abstain, Be faithful or use a Condom’ and also images showing the effects of HIV/AIDS but featured fewer images depicting the factual aspects of HIV/AIDS process of transmission and risky behaviour. In the structured discussion that followed the news game, it was evident that not all the teenagers necessarily believed the messages they produced. In spite of producing the ABC Straight Talk messages, some of them were uncertain and confused about the absolute safety of the condom because of fears that they were either porous, expired or would interfere with sexual pleasure. Secondly, though many of the teenagers in the study reproduced images that showed that they consider marriage as desirable and talked about their desire to abstain from sex till marriage, a considerable number think abstinence is not achievable due to competing values. Thirdly, the participant teenagers could differentiate between HIV and AIDS but many did not realise that with the advent of anti-retroviral drugs even people who have AIDS can look normal. In spite of repeating the Straight Talk message that “no one was safe” and being aware of the risky behaviour that their fellow teenagers get involved in, the teenagers seemed to think that their age cohort is safe from HIV and it is the adults who are likely to infect them. The study findings further indicate that the teenagers’ lived experience at times influence their negotiation of HIV/AIDS media messages. This was probed in terms of economic standing, gender and proximity to HIV/AIDS. In relation to gender one surprising discovery was that certain girls in the study feared getting pregnant more than getting HIV/AIDS. The study finally suggests that these findings are of significance for designing future media initiatives in relation to HIV/AIDS.
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Duffield, Ruth J. "Essential Ingredients that form the basis for Mathematical Learning: What has 20 years of teaching mathematics to teenagers taught me?" Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79675.
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Educators strive to improve student learning outcomes and there are numerous theories suggesting how this is best achieved. However, application of these theories to the coal face of a classroom is often fraught with obstacles resulting in poor outcomes. Constraints imposed by educational policy, school systems, structures and the individual students themselves, realistically require adaptation of
theoretical techniques if genuine learning is to be imparted to students. This paper discusses some of the issues surrounding the practical implementation of new methodologies into the classroom and
identifies important factors that affect teenagers in their learning of mathematics. Working within the constraints, constantly confronted with obstacles, can be frustrating and demoralising. This paper reflects on twenty years of classroom teaching of mathematics to students with relatively poor socio-economic backgrounds and the lessons learnt from them that may assist teachers to remain enthusiastic and creative with the energy to truly improve mathematics education. Key issues explored in the paper include: ‘Realities of a teacher’s working day’, ‘The learning of mathematics within a government secondary system’, and ‘What can be done to ensure mathematical learning takes place?’
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Borowiec, Margaret L. "Evaluating the efficacy of the coping skills program for parents of adolescents." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276639.
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This study sought to determine the efficacy of the Wheeler Coping Skills Program for Parents of Adolescents. Twenty-six parents were assigned to either an experimental group or to a control group. The experimental group participated in an eight-week presentation of the Coping Skills Program. The control group received no treatment. Subjects were assessed on the Conflict Tactics Scale, Four Parent-Adolescent Situations, the Ways of Coping Scale, the Parent-Adolescent Communication Checklist, and the Parenting Skills Inventory. In addition, the Goal Attainment Scaling was used. Significant treatment effects were found on three of the four Reactivity Subscales, and on the Rapport Subscale. The Coping Skills Program for parents of Adolescents appeared: effective in reducing reactivity of parents exposed to the program, and ineffective in any of the other ways measured. Parents were, however, very successful in attaining goals they set for themselves.
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Fetzer, Jeffrey Chadwick. "Reclaiming the Psalms in teaching prayer to the youth of First Baptist Church, Oklahoma City." Fort Worth, Tex. : [Texas Christian University], 2009. http://etd.tcu.edu/etdfiles/available/etd-03162010-105409/unrestricted/Fetzer.pdf.
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Thesis (D.Min.)--Brite Divinity School, Texas Christian University, 2009.Title from dissertation title page (viewed Apr. 19, 2010). Includes abstract. "A project report and thesis submitted to the Faculty of Brite Divinity School in partial fulfillment of the requirements for the degree of Doctor of Ministry." Includes bibliographical references.
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Beaver, Jack Martin. "A spiritual formation pilot unit based on Genesis 37-50 employing diverse teaching methods to identify and respond to the meaning-making questions of older adolescents." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Korell, Sara Jean Gresham Charles R. "In search of the unknown God a guide for teaching the doctrine of the Holy Spirit to teenagers in the Stone-Campbell movement /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com/search.cfm?p062-0269.
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Korell, Sara Jean. "In search of the unknown God a guide for teaching the doctrine of the Holy Spirit to teenagers in the Stone-Campbell movement /." Theological Research Exchange Network (TREN) Access this title online. Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.
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Guerrera, Claudia P. "Testing the effectiveness of problem-based learning with learning disabled students in biology." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38197.
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The purpose of the present study was to investigate the effects of problem-based learning (PBL) with learning-disabled (LD) students. Twenty-four students (12 dyads) classified as LD and attending a school for the learning-disabled participated in the study. Students engaged in either a computer-based environment involving BioWorld, a hospital simulation designed to teach biology students problem-solving skills, or a paper-and-pencil version based on the computer program. A hybrid model of learning was adopted whereby students were provided with direct instruction on the digestive system prior to participating in a problem-solving activity. Students worked in dyads and solved three problems involving the digestive system in either a computerized or a paper-and-pencil condition. The experimenter acted as a coach to assist students throughout the problem-solving process. A follow-up study was conducted, one month later, to measure the long-term learning gains. Quantitative and qualitative methods were used to analyze three types of data: process data, outcome data, and follow-up data. Results from the process data showed that all students engaged in effective collaboration and became more systematic in their problem solving over time. Findings from the outcome and follow-up data showed that students in both treatment conditions, made both learning and motivational gains and that these benefits were still evident one month later. Overall, results demonstrated that the computer facilitated students' problem solving and scientific reasoning skills. Some differences were noted in students' collaboration and the amount of assistance required from the coach in both conditions. Thus, PBL is an effective learning approach with LD students in science, regardless of the type of learning environment. These results have implications for teaching science to LD students, as well as for future designs of educational software for this population.
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Murray, Robin Anne. "On my watch : a review of the environmental education literature with particular reference to South Africa, and South African teenagers." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96937.
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Thesis (MPhil)--Stellenbosch University, 2015.ENGLISH ABSTRACT: About half a million students matriculate from South African high schools each year, with limited environmental education and an underdeveloped capacity to live sustainable lives. This does not seem to be the case in some other parts of the world, where many high school students appear to be receiving education that is relevant to the socio-ecological crisis. The rationale of this thesis was to understand this phenomenon and explore what could be done to improve the situation for South African teenagers. This was a desktop study based upon systematic literature review methodology. The primary research objectives were to describe the local context of the study, explore emerging environmental education theoretical themes and detail a number of practical initiatives from around the world. The research process culminated in the fourth objective, which was to consolidate the work into key learnings for South Africa, with particular reference to South African teenagers. A backdrop to environmental education was provided that included a discussion on the global socio-ecological crisis, development and sustainable development in South Africa. The definition and use of the term “environmental education” was justified. In this instance, it is an inclusive definition that incorporates eco-literacy, ecological learning and education for sustainability. In addition to this, a brief comparative history of sustainable development and environmental education has been tabulated. Key theoretical themes in environmental education cluster around the centrality of place. Six themes are presented, namely space and place, trans-national education and third-culture kids, claims of transformation, principles of environmental education, institutional innovation, and the sustainability researcher. Three kinds of practical initiatives emerged in the literature review. These are “green fields” environmental education (brand new institutions), “moving train” environmental education (adaption of existing organisations) and “plug-in” environmental education. Eight initiatives are described, providing examples for all three of these groups. The key learnings for environmental education in South Africa and South African teenagers conclude this thesis. Among other key learnings, the value of the radical perspective is presented, as well as the benefit of perceiving environmental education through different lenses, including a historical one. The link between environmental education and food is explored. It is suggested that the theory and praxis of place-based education exerts a gravitational pull on many aspects of this work. It seems that place-based education provides a “holding space” for environmental education in South Africa, and a starting point for future research or practical application.
AFRIKAANSE OPSOMMING: Ongeveer ’n halfmiljoen studente matrikuleer jaarliks aan Suid-Afrikaanse hoërskole. Hierdie leerders beskik oor beperkte omgewingsopvoeding en ’n onderontwikkelde vermoë om volhoubare lewens te lei. Dít blyk nie die geval te wees in ander wêrelddele nie, waar baie hoërskoolleerders oënskynlik onderrig ontvang wat met die sosio-ekologiese krisis verband hou. Die beweegrede vir hierdie tesis was om hierdie verskynsel te verstaan en te bepaal wat gedoen kan word om die stand van sake vir Suid-Afrikaanse tieners te verbeter. Die navorsing het bestaan uit ’n lessenaarstudie op grond van ’n stelselmatige literatuuroorsig. Die hoofnavorsingsdoelwitte was om die plaaslike konteks van die studie te beskryf, ontluikende teoretiese temas op omgewingsopvoedkundige gebied te verken, en ’n aantal praktiese inisiatiewe van oor die hele wêreld te beskryf. Die navorsingsproses het uitgeloop op die vierde doelwit, naamlik om die studieresultate in kernlesse vir Suid-Afrika, bepaald met verwysing na Suid-Afrikaanse tieners, te verwerk. Eerstens word die agtergrond van omgewingsopvoeding geskets, wat onder meer bestaan uit ’n bespreking van die wêreldwye sosio-ekologiese krisis sowel as ontwikkeling en volhoubare ontwikkeling in Suid-Afrika. Die omskrywing en gebruik van die term ‘omgewingsopvoeding’ word ook geregverdig. In hierdie geval word die term inklusief gebruik om ook na eko-geletterdheid, ekologiese leer en onderwys vir volhoubaarheid te verwys. Daarbenewens bied die studie ’n bondige vergelykende geskiedenis van volhoubare ontwikkeling en omgewingsopvoeding in tabelvorm. Die vernaamste teoretiese temas op omgewingsopvoedkundige gebied draai om die kernrol van plek. Ses temas word aangebied, naamlik ruimte en plek, transnasionale onderwys en derdekultuurkinders, bewerings van transformasie, beginsels van omgewingsopvoeding, institusionele innovasie, en die volhoubaarheidsnavorser. Drie soorte praktiese inisiatiewe het uit die literatuuroorsig na vore getree, naamlik “braakland”-omgewingsopvoeding (splinternuwe instellings), “bewegende trein”-omgewingsopvoeding (aanpassing van bestaande organisasies) en “inprop”-omgewingsopvoeding. Agt inisiatiewe word beskryf, wat voorbeelde van ál drie hierdie groepe bied. Die tesis bied ten slotte die belangrikste lesse vir omgewingsopvoeding in Suid-Afrika en vir Suid-Afrikaanse tieners aan. Dit sluit onder andere in die waarde van die radikale perspektief, sowel as die voordeel daarvan om omgewingsopvoeding deur verskillende lense, waaronder ’n historiese een, te beskou. Die koppeling tussen omgewingsopvoeding en voedsel word verken. Die studie kom tot die gevolgtrekking dat die teorie en praktyk van plekgebaseerde onderwys ’n soort ‘beweegruimte’ vir omgewingsopvoeding in Suid-Afrika, sowel as ’n wegspringplek vir toekomstige navorsing of praktiese toepassing, bied.
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Shaw, Victoria Leigh. ""A PBS mind in an MTV world" teaching teenagers meteorology by placing a weather forecast on MTV and the creation of the concert forecast /." Master's thesis, Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04032009-113347.
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Shaw, Victoria. "A PBS MIND IN A MTV WORLD: TEACHING TEENAGERS METEOROLOGY BY PLACING A WEATHER FORECAST ON MTV AND THE CREATION OF THE CONCERT FORECAST." MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-04032009-113347/.
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Studies show teenagers are influenced by television. This study tested the hypothesis that students can learn meteorology by viewing a weather forecast on Music Television (MTV). MTV was used because it is the network watched most by adolescents. Two surveys were administered to 175 high school students along with a DVD showing a weather forecast for MTVs Spring Break. Half of the sample group was told the forecast was for MTV and the other was told it was for Channel One. Results showed that there was no statistically significant difference between MTV and Channel One in information recalled from the forecast. Results also showed the White student population recalled more information from the weather forecast format than the other races surveyed in the study. Additionally a series of concert forecasts was pilot-tested on 15 bands with very positive and promising feedback.
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Ness, Bryan. "An evaluation of the effects of teaching students in a resource classroom a self-regulated assignment attack strategy /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2009. http://hdl.handle.net/1794/10236.
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Legutki, Gregory Walter. "Factors which enhance the transition from high school to adult life of students with special needs." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/821.
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Wong, May-yee, and 黃美儀. "A corpus-based study of computer-mediated communication: distinctive discourse features of web blogs composed byHong Kong ESL teenagers and realated pedagogical implications for HongKong ESL teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007664.
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Hashim, Hairul Anuar. "Components of enjoyment in physical education." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0097.
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[Truncated abstract] Enjoyable physical education (PE) has the potential to promote adolescent involvement in healthy activities outside the school setting. Disturbingly, evidence exists that many students do not enjoy PE and do not believe that it meets their needs. Indeed, a number of studies have documented an age-related decline in PE enjoyment among students. The research reported here is based on the assumption that a deeper understanding of the enjoyment processes could guide researchers and assist teachers in making PE classes more enjoyable for students. Given the fact that enjoyment is a product of multiple processes, a model of enjoyment developed by Scanlan and Lewthwaite (1986) was viewed as a potentially useful framework to guide this research. The validity of this model has been established in youth sport settings. However, further studies are needed to examine the utility of this framework in PE settings. In STUDY 1 (Chapter 3), a measurement instrument was constructed based on the Scanlan and Lewthwaite (1986) model. Content validity of the instrument was established by obtaining feedback from eight experts in psychology and four highly experienced secondary school teachers. ... Moreover, the results of correlation analyses again revealed significant positive relationships between PE teaching processes and enjoyment of PE. Unique findings in this study centered on the specific aspects of PA that were positively related to PE enjoyment. More v specifically, significant positive relationships were also obtained between PE enjoyment and self-reports of exercise duration (min-per-week: r = .30, p <.001), exercise intensity (r = .28, p < .001), exercise habit strength (r = .29, p < .001), and exercise stage-of-change (rho = .23, p < .001). Together, the findings from these studies provide support for the Scanlan and Lewthwaite (1986) model within the PE context. In addition, the findings provide guidance about how PA programs can be structured to maximize student enjoyment of PE. In terms of program structure, student enjoyment may be fostered by considering six processes. These processes are: self-referent competency, other-referent competency, teacher-generated excitement, activity-generated excitement, peer interaction, and parental encouragement. By emphasizing these processes, teachers will not only increase student enjoyment of PE but also increase the likelihood of involvement in PA outside of the school setting. Given global trends toward decreases in PA and increases in obesity, these outcomes could have important benefits for reducing public health costs in future.
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Chiang, Pui-yee, and 蔣佩儀. "The role of civic education in strengthening civic identity among HongKong adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27724074.
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Bartos, Bonnie Heather. "An Investigation of School-Based Specific Learning Disability Identification." PDXScholar, 2016. http://pdxscholar.library.pdx.edu/open_access_etds/2714.
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Researchers have described the special education identification process for students with specific learning disabilities (SLD) as "muddled and confused" (Bocian, Beebe, MacMillan, & Gresham, 1999) and "haphazard" and "capricious" (Shinn, 2007, p. 603). Bocian, Beebe, MacMillan, and Gresham (1999) proposed the theory of competing paradigms as a way to explain why researchers and school-based eligibility teams identify different groups of students as SLD. This qualitative study had two research questions: a) To what extent did interviews of secondary resource teachers reveal the concepts of relativity, acceptability, and profitability as they reflect on the SLD process? and b) What other themes regarding SLD eligibility determination emerged from interviews with secondary resource teachers? Utilizing the modified constant comparative method (Lincoln & Guba, 1985), the author revealed that there was moderate support for the paradigms of relativity and acceptability, but less support for the paradigm of profitability. In addition, the author identified other themes, such as difficulties with evaluating English language learners and the benefit of case management, that can be used to expand Bocian’s theory. The author also argued that the paradigms overlap with one another during the special education identification process, rather than proceeding in a sequential order. Finally, the author discussed the implications of her findings in terms of improving school-based and policy practices.
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Klein, Virginija. "Jaunimo mokyklos paauglių dailės mokymas netradicinėmis pamokomis." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2011. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110714_102138-34342.
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86 puslapiai, 7 paveikslai, 1 lentelė, 99 bibliografiniai šaltiniai.
Baigiamąjame magistro darbe pagrindinis šio straipsnio tikslas yra jaunimo mokyklos paauglių dailės mokymas netradicinėmis pamokomis, įvertinant jų efektyvumą.
Darbą sudaro trys pagrindinės dalys: literatūros, atlikto mokslinio veiklos tyrimo analizė ir rezultatai, išvados bei rekomendacijos.
Šiam tikslui išanalizuota psichologinė, pedagoginė literatūra, švietimo įstatymų dokumentai parodė, kad nėra vieno tinkamo metodo mokyti jaunimiečius dailės, kuris būtų efektyvus įsisavinant mokymo(si) turinį. Jaunimo mokyklos mokiniai mokosi vadovaujantis Bendrosiomis programomis ir išsilavinimo strandartais (2003) ir dažnai mokymosi turinys nėra tinkamai įsisavinimas, nes mokymo(si) kokybę riboja žema paauglių mokymosi motyvacija, destruktyvus ir asocialus elgesys pamokų metu, mokymosi spragos dėl mokyklos nelankymo ar laiku nesuteiktos pedagoginės pagalbos.
Praktinė tyrimo veikla jaunimo mokykloje įrodė, kad mokant paauglius dailės, svarbu tinkamai įvertinti paauglių gebėjimus, sugebėjimus bei pomėgius, nustatyti destruktyvaus elgesio priežastis ir jas įvertinti, organizuoti pamokas taip, kad atitiktų paauglių saviraiškos ir kompetencijų lygį, būtų jiems patrauklios ir įdomios. Netradicinių dailės pamokų organizavimas pagrindė, kad integruoti mokymo(si) dalykai ir aktyvieji metodai, diferencijuoto ir individualaus mokymo stiliaus taikymas, šiuolaikinis mokytojo veiklos modelis pamokų metu padėjo paaugliams įgyti... [toliau žr. visą tekstą]88 pages, 1 illustration, 6 dockets, 99 bibliographic recourses. In the final Master’s degree thesis the main goal of this paper is art teaching of teenagers of Youth school by non-traditional lessons evaluating their efficiency. This thesis consists of three main parts: analysis of literature, analysis and results of the accomplished scientific performance research, conclusions and recommendations. Analysis made aiming to achieve the goal of the psychological, pedagogical literature and education legislation documents revealed that there is no one appropriate art teaching method at the Youth school that is efficient enough to absorb the learning material. The students of the Youth school are learning according to the General Programs and Education Standards (2003) and very often the learning material is not appropriately absorbed because of limited teaching and learning quality due to low learning motivation of the teenagers, destructive and asocial behavior during the lessons, learning gaps because of low attendance or not timely submitted pedagogical support. Practice research in the Youth school proved that in the art teaching of the teenagers is important to appropriate evaluate their capacities, abilities and interests, determine the reasons of the destructive behavior and evaluate it, organize the lessons in the way that meets the teenagers’ self-expression demand and competence level in order the art learning lessons are attractive and interesting... [to full text]
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Lewis, Roberta 1949. "Benefits of an adapted discipline based art education program for behaviorally disordered public school students." Thesis, The University of Arizona, 1988. http://hdl.handle.net/10150/276773.
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This thesis examines the significance of the study of art, specifically discipline-based art education, for behaviorally disordered public school students. A brief description of the distinctions between art education and art therapy is given and appropriate terms are defined. A discussion of the labels that constitute behavioral disorders and the general educational needs of that population is included. General benefits of art instruction for behaviorally disordered (BD) students are explored with the intention of demonstrating how a discipline-based art program can specifically enhance those benefits. A sample discipline-based drawing lesson adapted for behaviorally disordered students follows.
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Leavy, Deon G. "Facilitating communication about death between mothers and adolescent sons using fictional children's literature." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1049.pdf.
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Paim, Carmelice Aires. "Adolescentes negros no ensino fundamental = representações de si e construção de identidades." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269817.
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Orientador: Roxane Helena Rodrigues RojoDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Na fase atual das suas apresentações, os estudos de cunho etnográfico da Linguística Aplicada revelam-se cada vez mais comprometidos com questões da vida social. Entretanto, tais estudos ainda não foram suficientes para mapear a diversidade de questões envolvendo as identidades no âmbito da globalização, uma vez que, no contexto das transformações globais, os processos que envolvem a identidade e afetam sensivelmente os contextos socioculturais têm levado os sujeitos a problematizarem as delimitações dos seus pertencimentos e sua relação com o outro e consigo mesmos. Inserido neste universo de preocupações, o presente trabalho que apresenta-se como uma estudo de cunho etnográfico, organizou-se a partir da análise os elementos formadores dos discursos identitários dos adolescentes afrodescendentes de uma escola de pequeno porte, no interior paulista, buscando-se observar os referenciais etnorraciais utilizados por tais sujeitos no momento de construir posições de identidades. Vale lembrar que a identidade foi aqui problematizada como uma noção complexa, não essencializada, pluridimensional e que mantém estreita relação, com a história, com a cultura, com a linguagem e com as experiências comuns ocorrentes na vida cotidiana. Parametrizado por tal noção o empreendimento investigativo ora relatado, apoiou-se nos pressupostos que reafirmam o contexto familiar como um locus de manutenção dos elementos culturais dos afrodescendentes investigados, desenvolvendo-se por meio de um estudo de caso, construído a partir de narrativas (história de vida) de tais sujeitos. Orientados nessa metodologia e lançando mão de procedimento dinâmico interacional norteado por entrevistas semidirigidas, as quais foram gravadas e posteriormente transcritas, buscou-se traçar/apreender o modo como esses adolescentes representam a si mesmos ao construir as suas narrativas de vida. A proposta investigativa ora apresentada torna-se relevante para os estudos da Linguística Aplicada, à medida que reafirma a importância desta como disciplina aplicada e trasndisciplinar e favorece a ampliação das discussões em torno das questões sociais que envolvem a linguagem, uma vez que o objeto da pesquisa, constituiu-se como objeto complexo que, dada a sua significativa relevância social, exigiu uma postura dialógica com outras disciplinas
Abstract: Not informed
Mestrado
Lingua Materna
Mestre em Linguística Aplicada
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Hocking, Ned H. "Self esteem of learning handicapped students in resource specialist programs at the secondary level." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/521.
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Schlichte, Jacqueline M. Perrine. "The effect of a relationship-driven teaching style on the academic performance of at-risk ninth graders in the English content area classroom : a case study." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312663.
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The purpose of this qualitative study was to determine the nature of the response of ninth grade English students to a Relationship-driven Teaching Style. Explored was the effect of Relationship-driven Teaching Style on the academic and lived experiences of four ninth grade At-risk English students. Additionally, the study allowed room to study the nature of other areas of perceived growth that resulted from exposure to this affective style. This exploration was conducted in a rural junior/senior high school setting.Data collection employed: 1) Participant-observer field notes (researcher as primary instrument); 2) Reading, Writing, and Non-Verbal Behaviors as recorded on field notes by the participant-observer. (Inquiries were informal in nature, except for simplistic reading questionnaires); and 3) The Corporation made available archival records inclusive of a. NWEA (Northwest Evaluation Test Scores); and b. Corporation Pilot Study data from a reading study conducted the previous year. Students were observed a minimum of two times per week during the time-span allowed for this exploration.Use of the Constant/Comparative Method (Merriam, 1998; Yin, 2002) yielded the following thematic areas: 1) Self- efficacy; 2) Perceptions toward others and self; 3) Internal changes, such as attitudinal metamorphosis toward education; 4) Importance of family approval, 5) Personal responsibility and "trying;" 6) Mutual Respect; 7) Non-verbal and verbal communication; 8) Physical or emotional reactions; 9) Teacher Characteristics; and 10) Academic achievement (as connected to all other categories).Data were interpreted to discover impact of Relationship-driven Teaching on said students and effectiveness in light of instruments as well as lived experience in the home. It was found that three, of four participants, significantly enhanced achievement and personal affective responses to Relationship-driven Teaching Style. Small gains were made by the fourth student, attributed to lived experience. Relationship-driven Teaching Style was thought to be effective.Department of Elementary Education
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Costa, Hamutal Rocha da. "O ensino religioso e sua influência na formação ética e social dos adolescentes." Universidade Católica de Pernambuco, 2015. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=1096.
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Em nossos dias, fala-se muito em crise de transmissão de valores, especialmente atingindo adolescentes e jovens em sua dinâmica existencial no que concerne-a sua formação ética e social. O presente trabalho visa a entender o que está acontecendo com os indivíduos que compõem a sociedade e a saber quais as influências do Ensino Religioso na formação ética e social dos alunos das escolas públicas de Boa Vista-RR. A pesquisa será conduzida com alunos voluntários, selecionados em uma escola estadual. Será utilizado um questionário misto, com questões fechadas e abertas e entrevistas semiestruturadas, realizada como complemento, aos professores e gestão da escola. Também realizar-se-ão observações no contexto escolar do comportamento e atitudes dos alunos durante as aulas de ensino religioso. A metodologia empregada é uma abordagem de cunho qualitativo e de natureza descritiva, apoiada em pesquisa de campo. A análise de conteúdo orientará o processo de interpretação das respostas às questões abertas. As perguntas fechadas serão submetidas a tratamento estatístico simples, que possibilitará a construção de gráficos. Os dados analisados da pesquisa resultarão na construção do Produto: um Manual de Orientação para o Ensino Religioso para a formação de valores éticos e sociais.Nowadays so much of the crisis of transmission of values is spoken in the society, especially reaching the adolescents and young in their existential dynamics concerning to their ethical and social formation. The present work seeks to understand what is happening with the individuals that compose the society and to know hat influences of religious education in ethic sand social education of adolescents in public schools in Boa Vista-RR. There search will be conducted with student volunteers, selected in a public school. A mixed questionnaire with closed and open and semi-structured interviews, conducted as a supplement to teachers and school management issues will be used. Also observation s in the context of school behavior and attitudes of the students during school religious teaching will take place. The methodology is an approach to qualitative nature and descriptive in nature, based on field research. Content analysis will guide the process of interpreting the answer to open questions. Closed question s are subjected to simple statistical analysis, which enable us to construct graphs. The data analyzed in the study will result in the construction of the Product: A Manual for Religious Education for the formation of ethical and social values.
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Timko, Tatjana. "17-19 metų paauglių mokymo/si spręsti jiems aktualias problemas Forumo teatre procesas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090629_154656-95221.
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Paauglių mokymas/is spręsti jiems aktualias problemas, taikant Forumo teatro metodą, Lietuvoje yra netyrinėta mokslinėje literatūroje tema. Tyrimo tikslas - atskleisti, kokios vidinės (psichologinės) ir išorinės (socialinės) problemos jaudina 17-19 metų paauglius, ir kaip, taikant Forumo teatro metodą, susiformuoja gebėjimai jas iškelti ir konstruktyviai išspręsti. Darbe buvo siekiama išanalizuoti mokslinę, metodinę literatūrą, susijusią su Forumo teatro metodo taikymu; nustatyti Forumo teatro veikimo principus; apibūdinti paauglių požiūrį į Forumo teatro taikymo atitikimą jų poreikiams; išaiškinti, kaip, taikant Forumo teatro metodą, vyksta 17-19 metų paauglių gebėjimų spręsti problemas formavimosi procesas; nustatyti paauglių gebėjimus, įgytus mokymo/si spręsti jiems aktualias psichologines ir socialines problemas procese, taikant Forumo teatro metodą.
Siekiant išsamiai ir detaliai išnagrinėti paauglių mokymo/si spręsti jiems aktualias problemas Forumo teatre procesą nuo 2007 m. lapkričio mėnesio iki 2008 m. gruodžio mėnesio 17-19 metų paaugliams buvo organizuoti Forumo teatro užsiėmimai ir atliekamas atvejų tyrimas. Tyrimo metu duomenys buvo renkami stebint atskirų individų ir individų grupių užduočių atlikimą, apklausiant ir fiksuojant (užrašant ir filmuojant) su tyrimo objektu susijusią informaciją. Tyrime dalyvavo 79 paaugliai.
Forumo teatro taikymo procese paaugliai įgijo gebėjimų iškelti ir įvardinti jiems aktualias vidines (psichologines) ir išorines... [toliau žr. visą tekstą]The topic of teenagers teaching and their learning how to solve their urgent problems through the method of Forum Theatre has not been investigated in Lithuanian scientific literature. The purpose of the investigation is to reveal what internal (psychological) and external (social) problems are important to 17-19-year-old teenagers and how the skills of revealing and solving these problems are formed using the method of Forum Theatre. This paper aims to analyze scientific, methodological literature connected with the Forum Theatre method application; establish Forum Theatre effect principles; describe the views of teenagers on how Forum Theatre application meets their needs; find out how, using the method of Forum Theatre, the process of building up teenagers skills of solving problems happens; reveal the abilities of the 17-19-year-olds which they developed through the process of learning-teaching how to cope with their psychological and social problems, using the method of Forum Theatre. Seeking to carry out a detailed investigation of the process of teenagers’ learning-teaching how to solve their urgent problems through Forum Theatre, from November 2007 till December 2008, Forum Theatre lessons were given to 17-19-year-old teenagers, after which the analysis of the cases was performed. During the investigation the data was collected monitoring how separate individuals and groups of individuals perform the tasks, interviewing and fixing (writing down and filming) the... [to full text]
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Belsky, Stella. "The Effects of Using Children's Literature with Adolescents in the English As a Foreign Language Classroom." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5481/.
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This study provides quantitative and qualitative data about the effects of using children's literature with adolescents in a language classroom and the role of children's literature in students' second/foreign language development, including listening, speaking, reading, and writing skills. The study presents qualitative data about the role of children's literature in developing more positive attitudes toward reading in the second/foreign language and toward reading in general. With literature being a model of a culture, presenting linguistic benefits for language learners, teaching communication, and being a motivator in language learning, this study presents empirical data that show that inclusion of children's literature in adolescents' second/foreign language classroom promotes appreciation and enjoyment of literature, enhances the development of language skills, stimulates more advanced learning, and promotes students' personal growth.
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Blades, Deborah Ann. "Celebrations: The addition of visual and performing art elements to a current literature-based curriculum at Woodcrest Christian School." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1199.
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Estrada, Rayna Allison. "Appropriate exercise videos for adolescents." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2165.
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The purpose of this project was to review literature for appropriate elements that should make up an adolescent exercise video. Methods consisted of gathering research from twenty-three publications in books and professional journal articles. A review of the literature was examined to create chapters of information and a checklist pertaining to what makes up an appropriate adolescent exercise video.
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Mash, Rachel. "Church teaching and the views of youth on sexual practices : a study amongst Anglican youth of the Cape Town diocese aged 12-19." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/17381.
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Thesis (M. Th.)--University of Stellenbosch, 2006.ENGLISH ABSTRACT: This research aims to establish if church-going young people adhere to the principle of ‘no sex before marriage’, or if there are competing ‘voices’ and pressures that young people succumb to. Are they practising risky sexual behaviour, with multiple partners, using no protection or experiencing sexual violence? We conducted a survey in order to understand the gravity of the challenge, and to identify ways in which the Anglican Church might become more effective in dealing with issues of sexuality among young people. The field research was undertaken between October 2004 and January 2005 and involved a detailed questionnaire survey (with 1,306 responses analysed), and three different focus group discussions. Respondents were between 12 and 19 years of age, both male and female, and demographically representative of the Anglican Church of Cape Town Diocese. It is hoped that the results of this survey will be informative for church leaders and those involved in ministry with young people. Our research reveals that church-going young people are not excluded from the risks faced by others in society. Of the respondents 30.5% have had sex (40% Male and 21% Female; Black 44%, White 26% and Coloured 30%). This is irrespective of geographical location (32% Rural and 30% Urban). Young people are practising vaginal, oral and anal sex or any combination. During their first sexual experience, only 35% used contraceptives. Ninety percent of their first partners are friends or schoolmates and when it came to venue, 75% had sex at home or at their partner’s place. Casual sex was common and 33% of those who have had sex have been with four or more sexual partners. Sexual violence also occurred as 6% of the respondents were forced to have sex (Black 7.1%, White 6.5% and Coloured 5.4%). Of this coerced group, 12% have themselves demanded sex from somebody else. There is thus a gap between the Church’s traditional teaching of ‘no sex before marriage’ and the realities of the way in which our young people live. Hence, we should no longer hide our heads in the sand and pretend that our young people are not at risk. This research has certainly identified several areas of concern. Nonetheless, it has also revealed encouraging information, as young people are interested in changing the situation. In order to increase its effectiveness in addressing the sexuality of young people, the Anglican Church should be prepared to act decisively. The approach recommended from this study should be multifaceted, given the increasingly complex landscape in which young people live. There is an urgent need to support young people in building healthy relationships. Parental workshops are an important intervention in order to enable parents to communicate with their children about sexuality, using an ageappropriate approach. Peer education should be adopted: that is training key opinion leaders in each church so that they can provide positive peer pressure. In addition, the church should take a stand against sexual messages seen in the media; silence implies consent. The church must clearly communicate its opposition to these unhealthy sexual messages to society at large.
AFRIKAANSE OPSOMMING: The doel van die navorsing is om jongmense war kerklik meelewend is se siening en persepsies oor die standpunt van die Anglikaanse kerk, naamlik geen seks voor die huwelik , te ondersoek en te toets aan die hand van sekere teologiese kriteria. Dit wil vasstel of daar ander moontlike faktore of stemme is wat jongmense se standpunt oor seks en seksualiteit bepaal. Van die belangrike vrae wat ondersoek is: beoefen jongmense hoë risiko, seksuele gedrag met meervoudige bedmaats? Tree hulle genoegsaam voorkomend op? Is hulle blootgestel aan seksueel-geweldadige gedrag? ‘n Empiriese ondersoek (Oktober 2004 en Januarie 2005) is geloots ten einde die uitdagings waarvoor die Anglikaanse Kerk ten opsigte van seks-onderrig te staan kom, vas te stel. Die projek beoog om die kerk se bediening op te skerp en meer relevant gefokus te raak op die seksuele orientasie van jongmense. ‘n Vraelys is opgestel en uitgestuur.Drie verskillende diskussiegroepe was betrokke.1306 response is ontleed. Respondente was tussen 12 en 19 jaar, gender-gemeng en demografies verteenwoordigend van die Anglikaanse Kerk se bedieningsopset binne die Cape Town Diocese. Die navorsing toon duidelik dat jongmense aan risikos blootgestel is met implikasies vir die MIV pandemie. Van die respondente het 30.5% seks gehad (40% mans; 21% vrouens; swart 44%; wit 26% en bruin 30%). Wat geografiese verspreiding aan betref (stad 30%, platteland 32%) was daar nie beduidende verskille nie. Daar bestaan ‘n kombinasie van seks-praktyke, vanaf vaginale, orale en anale seks. Gedurende die eerste seks-ervaring het net 35% kontraseptiewe middels/metodes gebruik. 90% van die eerste bedmaats was maats, vriende of skoolmaats. 75% van die kontakte het tuis plaas gevind. Toevallige seks was algemeen en 33% van die respondente het seks met vier of meer pesone gehad. Seksuele geweld kom voor. 6% van die repondent was geforseer om seks te beoefen (swart 7.1%; wit 6.5%; bruin 5.4%). Vanuit hierdie groep het 12% seks geeis van iemand anders. Daar bestaan ‘n groot gaping tussen die leer van die kerk: geen seks voor die huwelik en die lewensrealiteit van jongmense. Jongmense is belis ‘n hoë risikogroep. Die navoring het verkeie areas geïdentifiseer wat dringend die kerk se aandag verg. Van belang is die feit dat jongmense duidelik ‘n behoefte toon aan konstruktiewe begeleiding. Ten einde the problematiek van seksuele gedrag onder jongmense in die kerk sinvol aan te spreek, sal relevante programme ontwikkel moet word wat multi-faktoreel gestruktureer en kontekstueel moet wees. ‘n Belangrike bedieningstrategie is die skep van ouerbegeleidingsgroepe en werkswinkels ten einde ouers toe te rus hoe om sinvol met jongmense oor seksuele gedrag en seksualiteit te kommunikeer. Daar moet gefokus word op verskillende ouderdomsgroepe en hoe om jongmense by te staan om gesonde verhoudinge te bou. Die seksopvoeding en voorligting moet jongmense inskakel. Leiers onder jongmense wat kan help, moet geïdentifiseer word en ook opgelei word. Destruktiewe groepsdruk moet aangespreek word. Die kerk sal ook leiding moet gee oor die wyse waarop die media seksualiteit hanteer. Op hiedie wyse moet die kerk betrokke raak by die publieke diskoers en negatiewe tendens aanspreek.
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Smith, Shawn Kevin. "The artist scholars: E pluribus unum: An integration of the arts into middle school curricula." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2269.
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The artist scholars: E pluribus unum is an exploratory curriculum designed to be implemented into middle schools. Adolescents experience a period of chaotic and emotional changes that can be both confusing and challanging. This cummiculum seeks to give adolescents a means of expressing themselves. By introducing students to performing arts, the literary arts, and the visual arts, adolescents will begin to answer the basic questions of being human: who are we? Where do we come from? How is knowledge constructed, used, and valued? Each unit consists of lesson plans intended to introduce students to the basic elements of the arts.
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Peters, Elaine. "Holistic Evaluation of Peer Writings by Able and Less Able Readers in Eighth and Tenth Grades." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331667/.
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The purpose of this study was to examine the use of general impression scoring by teachers and students, and to compare the criteria used in evaluating student writings.
Subjects for the study were 40 eighth grade and tenth grade students of varying reading ability in regular English classes in a suburban school district.
Teachers and students evaluated two sets of writings in the narrative, classificatory and descriptive modes, generated by ninth grade students in regular English classes in the same school district. In addition, a comment, citing criteria upon which evaluation was based, was made on each writing.
The design for this study was an extended factorial analysis. A three way analysis of variance was computed for ability and grade for each level of quality of writing in each mode of discourse.
Six hypotheses were tested. Hypotheses one and two dealt with comparison of ratings by students who differed by ability and grade. No significant differences were found.
Hypotheses three and four dealt with interaction between grade, ability and mode of discourse. No significant interaction was found.
Hypotheses five and six dealt with differences in evaluations between teachers and students of varying ability. A significant difference was found in how teachers and students evaluate writing (p .01).
Examination of criteria used in evaluating writings indicated that teachers consistently referred to elements of the text. Students also made text-based comments. In addition, students responded subjectively, referring to common experience, interest, and memories cued by the text.
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Francisco, Maria Aldina Gomes da Silva. "Formação continuada de professores na educação de adolescentes, jovens e adultos: uma experiência da secretaria municipal de educação de Goiânia em 2013-2014." Universidade Federal de Goiás, 2015. http://repositorio.bc.ufg.br/tede/handle/tede/5125.
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This research, entitled the continued training for teachers of the National Professional Integration Program with Basic Skills in Youth and Adult Education Mode in Initial Training and Continuing with the Integrated Primary Education (Proeja-FIC), sponsored by the National Program for Access to Technical Education and Employment (Pronatec), hereinafter Proeja-FIC/Pronatec, comes from our observations by the Research Centre for Education, with regard to concerns about the teaching practices of educators involved in the process teaching and learning in the form. It requires a theoretical foundation of knowledge and practices of these professionals, whose action is not neutral. This research it aims to understand how teachers experience and integrate the processes of continuing education for work undertaken in Proeja-FIC/Pronatec in the Municipal Education Network (SME) of Goiania. It seeks to reflect on how the elements of continuing education could contribute or not with the realization of a pedagogical practice with a view to the emancipation of the subjects of the sport, through the construction of an integrated curriculum, which is the reality of the students as reflection of focus and critical analysis, based on the principles of popular education, integral formation and omnilateral while fighting tool. Regarding the methodology, we opted for the case study that enables systematically investigate an object, without losing sight of historical and social factors, using observation, semi-structured interview and questionnaire. It was marked by the Freirean reference, Marxist, Gramscian and Vygotskian, among other authors for data analysis. The results show that continuing education in question led to all the school teachers Field, new perspectives and possibilities of working effectively contributing to the work proposed by Proeja-FIC/Pronatec.
Esta pesquisa, com o tema a formação continuada dos professores do Programa Nacional de Integração da Educação Profissional com a Educação Básica na Modalidade de Educação de Jovens e Adultos, na Formação Inicial e Continuada Integrada com o Ensino Fundamental (Proeja-FIC), financiado com recursos do Programa Nacional de Acesso ao Ensino Técnico e Emprego (Pronatec), doravante denominado Proeja-FIC/Pronatec, advém de nossas observações junto à pesquisa Observatório da Educação, no que se refere às preocupações com as práticas pedagógicas dos educadores envolvidos no processo de ensino-aprendizagem na modalidade, que exige uma fundamentação teórica dos saberes e fazeres desses profissionais, cuja ação não é neutra. Ela tem como objetivo compreender como os professores vivenciam e integram os processos de formação continuada ao trabalho realizado no Proeja-FIC/Pronatec da Rede Municipal de Educação de Goiânia (SME), buscando refletir acerca de como os elementos da formação continuada puderam contribuir ou não com a efetivação de uma prática pedagógica com vistas à emancipação dos sujeitos da modalidade, por meio da construção do currículo integrado, que tem a realidade dos educandos como foco de reflexão e análise crítica, pautada nos princípios da educação popular, da formação integral e omnilateral, enquanto ferramenta de luta. Em relação à metodologia, optou-se pelo estudo de caso que possibilita investigar sistematicamente um objeto, sem perder de vista fatores histórico-sociais, recorrendo à observação, entrevista semiestruturada e questionário. Pautou-se no referencial freireano, marxiano, gramsciano e vygotskyano, entre outros autores para a análise dos dados. Os resultados apontam que a formação continuada em questão levou ao coletivo de professores da escola campo, novas perspectivas e possibilidades de trabalho contribuindo efetivamente com o trabalho proposto pelo Proeja-FIC/Pronatec.
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Graham, Nicola Susan Jearey. "Resisting responsibilisation : a narrative-discursive analysis of young peoples' talk about high school sexualities and school sexuality education." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1013078.
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The most widespread intervention in South Africa into the sexualities of young people is school based sexuality education. However there is a dearth of research in this area, and studies that have been conducted highlight major weaknesses with implementation. Research from Western countries indicates that the messages conveyed in sexuality education are resisted if they conflict with the desired sexual subjectivities of young people. This indicates a need for further research into desired youth sexualities, and school based sexuality education. While South African studies of young people‘s talk about sexualities have been conducted, there is a paucity of literature in this area from a discursive perspective. This study is situated within a feminist post-structuralist paradigm, utilising a performative-performance analytical approach which synthesises Butlerian theory with a narrative-discursive methodology. This approach enables an analysis of both the macro-discursive power webs within which sexualities are situated, and the micro-discursive activity through which sexual subject positions are constructed. I used this approach to analyse the talk of groups of students from a Further Education and Training College about the sexualities of High School learners and their own past sexuality education. Findings showed that that the most dominant discursive resources which were utilised to construct sexualities were societal sexual norms discourses. These foundational discourses constructed gendered sexualities of compulsory hyper-heterosex for men, and compulsory compliant girlfriendhood for women. Such gendered sexualities reinforced patriarchal and abusive gendered and sexual practices. Ways in which participants troubled the dominant gendered sexualities through the performance of alternative sexual positions were analysed, as these 'troubling' performances indicate mutable aspects of the normative gendered field. Participants drew on a discourse of disconnect when talking about their school sexuality education, and their parents‘ (lack of) communication with them about sex. This suggests that adultist attempts to construct a 'responsible' sexual subject position for young people are resisted when such a position is constructed in a non-relational manner. Collusion between the constructed gendered sexualities and the discourse of disconnect results in the un-performability of a 'responsible' sexual subject position. These findings were used to provide suggestions for enhancing school based sexuality interventions.
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Lam, Sau-chu Judy, and 林秀珠. "An experimental study of the effects of a 'thought power' training programme on a group of F.6 students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958710.
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Morris, Mary Ann. "A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5405/.
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The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound individuals who had been diagnosed with a learning disability (LD) and/or attention-deficit/hyperactivity disorder (ADHD). Fifty-six (35 eleventh and 21 twelfth) graders, attending a private college-preparatory school for students with LD and/or ADHD, were administered the Spontaneous Writing composite of the Test of Written Expression - Third Edition (TOWL-3). The TOWL-3 has equivalent forms, Form A and Form B. One form was administered in accordance with the test manual, using paper and pencil (standard format). The other form (i.e., alternate format) was administered with word processing access. Paired samples tests (repeated measure) and bivariate correlation designs were computed to explore the relationships between measures. Results of the study revealed significant increases (p<.01) in the subtest and composite scores when participants were administered the test in the alternate format. Other components of the research study did not reveal strong meaningful relationships when cognitive ability, graphomotor speed, and keyboarding rate were compared with the standard and/or alternative formats of the writing composite. A high rate of comorbity was exhibited with the majority of participants (75%) having two or more LD and/or ADHD diagnoses. On an informal questionnaire, the participants endorsed a strong preference for the use of word processors in the majority of their written academic tasks. The study concludes that for students who are accustomed to producing written work on a word processor, restriction from this writing tool can adversely affect the results of their product, leaving a false impression, underestimating their writing skills, ability, creativity, and subject knowledge. In addition, having access to a word processor during high stakes testing is paramount. Inaccurate results can affect future opportunities, such as admission to postsecondary educational settings. In summary, future and more extensive studies are needed to continue to increase the understanding of assessment, diagnosis, instruction, and assistive technology (AT) options for individuals with written language disorders.
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Morais, Maria Pinheiro. "O papel da família e do ensino religioso na formação ética do adolescente no ensino fundamental II, nas escolas estaduais de Boa Vista-Roraima." Universidade Católica de Pernambuco, 2015. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=1067.
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Estudos voltados à família, à religião, à escola e ao adolescente têm revelado preocupações nas diversas áreas de atuação das pesquisas sociais, as quais procuram contribuir para o campo científico e para a sociedade em geral. O tema abordado neste trabalho desenvolve a relação entre esses assuntos, uma vez que, na sociedade, as instituições família e escola têm a responsabilidade de contribuir para a formação geral do adolescente e/ou aluno, e a religião, de contribuir para o desenvolvimento espiritual do ser humano, explorando a sua religiosidade. Cada uma dessas áreas procura desempenhar o seu papel, de maneira que o objetivo principal seja alcançado, com um resultado positivo para a sociedade. Assim, este trabalho se propôs a pesquisar e a identificar o papel da família e do Ensino Religioso na formação ética do adolescente, no ensino fundamental II, nas escolas públicas de Boa Vista-Roraima, com foco na transmissão de valores trabalhados no seio da família e reforçados na escola por meio da disciplina Ensino Religioso. Nesse sentido, foi realizada uma pesquisa de campo e bibliográfica, com abordagem quali-quantitativa, do tipo exploratório, cuja fonte de coleta e análise de dados foi um questionário misto composto por perguntas abertas e fechadas, destinada aos alunos de escolas públicas de Boa Vista-Roraima e aos pais/responsáveis que colaboram com este trabalho. A amostra da pesquisa revelou que, dos 198 alunos participantes, 83 são do gênero masculino e 115, do gênero feminino; 147 se encontram na faixa etária até 14 anos, e 51 na faixa etária de 15 a 18 anos, todos frequentando a escola regularmente. A participação dos pais foi de 167 sujeitos, sendo 42 do gênero masculino e 125 do gênero feminino. Como resultado da pesquisa, pode-se constatar que o encontro das gerações, pais e filhos, ocorre por meio das necessidades afetivas e dos valores que fortalecem os vínculos familiares. O grande desafio a ser vencido diz respeito à prática desses valores, o saber fazer uso deles, visto que, muitas vezes, a correria, o ativismo da realidade cotidiana, vai tomando espaço, e os valores vão sendo esquecidos e as relações familiares, se fragmentando. A maioria dos alunos, assim como dos pais, concorda que haja a disciplina Ensino Religioso na escola. As justificativas mais preponderantes apresentadas são as seguintes: conhecer, respeitar outras religiões, trabalhar o ensino de valores como respeito, dar valor aos outros, ajudar a ter um equilíbrio entre o bem e o mal, aprender sobre religiosidade e sobre o conhecimento de Deus e ajudar a viver em harmonia para dar continuação ao que se aprende em casa.Studies focused on family, religion, school and teenagers has been the reason for concerns in several areas of social research, seeking to contribute to the scientific field and to society in general. The issue addressed in this paper develops the relationship between these issues, since the family in the society, the institutions and the school has a responsibility to contribute to the general education of adolescents and the students, and the religion contributes to the spiritual development of the human being through its religiosity. Each one seeking to develop its role, so that the main objective is to materialize as positive for society. Thus, this work proposes to research and identify the role of Family and Religious Education in adolescent ethics training in the Elementary School II, of the public schools of the city of Boa Vista - Roraima, focused on the transmission of values worked in the family and reinforced in school through the Religious Education discipline. In this sense it was carried out a field research and bibliographic, with qualitative and quantitative approach, exploratory, whose source of data collection and analysis, was a mixed questionnaire with open and closed questions, intended for students from public schools in Boa Vista-Roraima, where parents and guardians, collaborate with this work. The sample of the survey revealed that of the 198 students who took to the survey, 83 males and 115 females; 147 are in the age group up to 14 to 51 years are between the ages of 15 to 18 years old, all are attending school regularly. The participation of parents in the study was 167 people, 42 males and 125 females. As a result of the research, we can see the meeting of generations parents and children, are present through affective, where values strengthen family relationships. The big challenge is to practice, learn to use it often involves on the run, the activism of everyday reality is creating space, the values are being forgotten by both, and the relationship will fragmenting. Most students and parents agree that there is the discipline taught in school. The most compelling justifications are: knowledge, to respect other religion, work teaching values such as respect, to give value to others, help to have a balance between good and bad, to learn about religion and the knowledge of God, and to help to live in harmony to follow-up learning at home.
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Kuffner, Bianca. "Adolescents in special schools' perceptions of their learning disabilities." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20054.
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Thesis (MEdPsych) Stellenbosch University, 2012.ENGLISH ABSTRACT: Completing formal education with a specific learning disability presents many challenges to the individuals concerned. For learners in special education, negative perceptions of learning disabilities and/or inaccurate and unrealistic perceptions, could result in poor outcomes in adult life, as well as feelings of frustration, helplessness and hopelessness during their transition from school to post-school environments. Such individuals need to form accurate perceptions of their own learning disabilities to ensure that they can and will advocate for themselves and will be willing and able to seek out the appropriate support needed to experience success in all spheres of life. The aim of this study was to conduct an in-depth exploration of the subjective perceptions of adolescents in special education regarding their own learning disabilities since accessing this knowledge is an important first step toward developing and providing positive and empowering interventions and support for learners in special education. The researcher aligned herself with the constructivist/interpretive paradigm and the research methodology used can be described as a basic qualitative research design. Seven participants from one special school were selected through purposive sampling. The researcher used individual semi-structured interviews and focus group interviews as well as personal documents in the form of learners' personal files to obtain data. The process of analysis employed can be described as thematic content analysis. The findings of this study suggest that adolescents are aware of the individual challenges posed by completing school with a learning disability, although this was experienced in a less debilitating sense as a result of the supportive special school context. They were aware of some of the coping strategies that needed to be implemented in order to cope with their current academic workload, but were not always aware that these would need to be extended to life after school. Generally, they were also not aware that they would need to advocate for themselves and seek out support in post-school settings. The perceptions formed of their learning disabilities were influenced by early experiences of their first awareness of their struggles with learning, their experiences of assessment and placement in a special school, the perceptions others had of their learning disabilities, as well as their experiences as learners in a special school. The most important recommendation based on the findings of this study is that learners in the special school environment need to be provided with more explicit counselling regarding the specific nature of their learning disabilities. They need to be made aware of support strategies and resources that they would be able to use in post-school environments, as well as the process of obtaining access to such resources.
AFRIKAANSE OPSOMMING: Voltooiing van formele onderwys met 'n spesifieke leergestremdheid bied baie uitdagings aan die betrokke individue. Negatiewe persepsies van leergestremdhede en/of onakkurate en onrealisties persepsies kan vir leerders met spesiale onderwysbehoeftes swak uitkomste in die volwasse lewe tot gevolg hê, asook gevoelens van frustrasie, hulpeloosheid en hopeloosheid tydens hul oorgang van skool na naskoolse kontekste. Sulke individue moet 'n akkurate persepsie van hul eie leergestremdhede vorm om te verseker dat hulle gewillig self voorspraak sal maak (self-advocate) en in staat sal wees om toepaslike ondersteuning wat nodig is om sukses in alle sfere van die lewe te ervaar, uit te soek. Die doel van hierdie studie was om 'n in-diepte ondersoek van die subjektiewe persepsies van adolessente in spesiale onderwys met betrekking tot hul eie leergestremdhede te voer, aangesien toegang tot hierdie kennis 'n belangrike eerste stap in die rigting van die ontwikkeling en voorsiening van positiewe en bemagtigende ingrypings en ondersteuning vir leerders in spesiale onderwys is. Die navorser het haarself belyn met die konstruktivistiese/interpretatiewe paradigma en die navorsingsmetodologie wat gebruik is kan beskryf word as 'n basiese kwalitatiewe navorsingsontwerp. Sewe deelnemers van 'n spesiale skool is gekies deur middel van doelgerigte steekproeftrekking. Die navorser het individuele semi-gestruktureerde onderhoude en fokusgroep onderhoude gebruik, sowel as persoonlike dokumente (in die vorm van die leerders se persoonlike lêers) om data te verkry. Die proses van analise wat toegepas word kan beskryf word as tematiese inhoud-analise. Die bevindinge van hierdie studie dui daarop dat adolessente bewus is van die individuele uitdagings wat aan hul gestel word deur die voltooiing van skool met 'n leergestremdheid. Tog was dit in 'n minder aftakelende sin ervaar as gevolg van die ondersteunende spesiale skool konteks waarin hul hulself bevind. Oor die algemeen was hulle nie bewus daarvan dat hulle self voorspraak (self-advocacy) sal moet maak vir ondersteuning in naskoolse kontekste nie. Die persepsies wat van hul leergestremdhede gevorm word is beïnvloed deur vroeë ervarings van hul eerste bewustheid van hul stryd om te leer, hul ervarings van die asseseringsproses en plasing in 'n spesiale skool, die persepsies wat ander van hul leergestremdhede het, sowel as hul ervarings as leerders in 'n spesiale skool. Die belangrikste aanbeveling gebaseer op die bevindinge van hierdie studie is dat die leerders in die omgewing van die spesiale skool voorsien moet word van meer eksplisiete voorligting ten opsigte van die spesifieke aard van hul leergestremdhede. Hulle moet bewus gemaak word van strategieë en hulpbronne wat hul moontlik kan gebruik in die naskoolse omgewings, asook die proses van die verkryging van toegang tot sodanige hulpbronne.
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Kiel, Cristiane Aparecida. "Orientação sexual no espaço escolar para alunos do ensino médio sob a perspectiva Ciência, Tecnologia e Sociedade (CTS)." Universidade Tecnológica Federal do Paraná, 2014. http://repositorio.utfpr.edu.br/jspui/handle/1/1443.
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Acompanha: Guia didático para elaboração e aplicação de atividades referentes à orientação sexual no espaço escolar para alunos do ensino médio sob a perspectiva Ciência, Tecnologia e Sociedade (CTS)A questão norteadora deste estudo trata da contribuição que o enfoque Ciência, Tecnologia e Sociedade (CTS) trazem para o trabalho de orientação sexual desenvolvido dentro do espaço escolar. O objetivo desse estudo consiste em propor metodologias às questões sobre sexualidade com os adolescentes, no sentido de instigá-los a serem mais críticos e conscientes nas tomadas de decisões. O estudo foi desenvolvido junto a alunos do 2º ano do Ensino Médio de um Colégio Estadual do município de Guarapuava, Paraná. A fundamentação teórica baseou-se a partir do eixo temático Orientação Sexual proposto pelos Parâmetros Curriculares Nacionais. Para embasamento do estudo buscou-se contemplar reflexões sobre o ensino de biologia, as questões do desenvolvimento sexual dos adolescentes bem como a responsabilidade da educação e da orientação sexual. Autores como Krasilchick (2005), Souza (2010), Furlani (2011), Ribeiro (2011), Bazzo (2002), Moresi (2003) entre outros fundamentam esse estudo em sua referência, metodologia e análise das discussões. A metodologia utilizada foi qualitativa de natureza interpretativa com observação participante. As técnicas de coleta de dados foram observação, anotações em diário de campo, gravações em áudio e vídeo, fotografias e atividades realizadas pelos alunos. As atividades desenvolvidas foram organizadas em seis momentos, que buscaram contextualizar as relações sociais da ciência e da tecnologia por meio de reflexões sobre a sexualidade. Os resultados demonstraram que o enfoque CTS contribuiu para despertar o senso critico nos adolescentes envolvendo a sua vida e de toda a sociedade. Entre inicio e fim da aplicação do trabalho o que pode ser observado foi uma evolução nos pensamentos dos adolescentes que contribuiu para a formação mais critica dos mesmos. Outro resultado positivo foi a elaboração de um guia didático, que poderá ser utilizado por tantos outros professores deste como também de outros colégios, e ser adaptados também para outras séries do ensino básico.
The guiding question of this study is to understand what is the contribution that the approach Science, Technology and Society (STS) brings the work of sexual orientation developed within the school space. The aim of this study is to work through the issues about sexuality with adolescents in a STS approach, aiming instigate them to be more critical and conscious when making decisions. The study was conducted with students from second year of high school a State College Guarapuava, Paraná State. The theoretical framework was based from the main theme Sexual orientation proposed by the National Curriculum Guidelines. To basement for the study we sought to include reflections on the teaching of biology, issues of sexual development of adolescents and the responsibility of education and sexual orientation. Authors like Krasilchick (2005), Souza (2010 ), Furlani (2011), Ribeiro (2011), Bazzo (2002), Moresi (2003) among others fundament this study in theirs reference, methodology and analysis of the discussions. The methodology was qualitative interpretative nature with participant observation. The techniques of data collection were observations, notes in a field diary, audio and video recording , photographs and activities performed by the students. The activities were organized in six moments, which seek to contextualize the social relations of science and technology through reflections about the sexuality. The results showed that the STS approach has helped to awake the sense through critical reflections involving their life and the whole society. Among the beginning and the end of the job application which can be observed was an evolution in the thoughts of teenagers who contributed to the formation most critical of them. Another positive outcome was the development of a didactic guide can will be use for so many other teachers of this as well as other colleges, and also adapted for other grades of the basic education.
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Lira, Núbia Josania Paes de. "Educação física : realidade e possibilidades da prática pedagógica para o estudante trabalhador." Universidade Federal de Sergipe, 2008. https://ri.ufs.br/handle/riufs/4702.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe main object of this research is to investigate teaching practices in Physical Education for the education of teenagers and adults (EJA). To deal with this, it will be presented the politic and economic determinations related to the logic of capitalism and the influence of the student worker in education. Secondly, we intend to analyze the history of education of teenagers and adults which influences the educational policies. This will be followed by a discussion about the teaching practice of Physical Education for teenagers and adults in evening classes. In this research we understand Physical Education to be a knowledge essential to the formation of teenagers and adults, the majority of these characterized as student / worker mediated by the duality study / work. This dialectic is a result of the dualism present in a society controlled by ruling classes which dominate the means of production by taking advantage of the work force of the ones who sell it to be subservient to the logic of the capital. Then, we will overcome the social inequalities created by the capitalism that excludes from the world of employment the majority of the teenagers and adults in the country by giving them the excuse of lack of qualifications . We adopted a qualitative research of descriptive type to investigate and refute the hypothesis that teachings projects made for Physical Education do not contribute to an education to human freedom. The categories historic project and teaching practices were chosen. The research was conducted in seven public schools in the city of Aracaju which, together, contribute with 58% of the students enrolled in the EJA program. The data analysis shows the teaching practices and its contradictions, as the investigated schools are not influenced by the theoretical discussions linked with the university. In one hand, fortunately, it ignores the theories which don t occur in the educational environment, that is, in a relationship with the people involved in these practices. In the other hand, they don t either consider the relevant subject which would encourage the discussion between teachers that could bring relevant ideas. Finally, our historic aim is to take part in an insistent fight for the education of student workers, involved in a complex and contradictory life to which the contemporary society must consider, as these people still contribute a lot for the development of the country.
A presente pesquisa tem como temática central a perspectiva de investigar sobre a prática pedagógica da Educação Física na Educação de Jovens e Adultos. Para tratar desse objeto de pesquisa as elaborações teóricas seguem no primeiro momento a apresentação dos nexos e determinações político-econômicas a partir da lógica do capitalismo e as repercussões na educação voltada ao estudante trabalhador; no segundo momento estabelecemos um dialogo com a trajetória histórica da Educação de Jovens e Adultos que influencia as diretrizes educacionais e no terceiro momento discutimos as perspectivas para a prática pedagógica da Educação Física na Educação de Jovens e Adultos no ensino noturno. Neste estudo compreendemos a Educação Física enquanto conhecimento necessário à formação dos jovens ou adultos caracterizados em sua grande maioria enquanto estudante\trabalhador mediado pela dualidade estudo\trabalho como resultado da estrutura dual de sociedade preenchida pelas classes que estão no poder econômico e dominam os meios de produção utilizando a força de trabalho dos outros ou daqueles que vendem a sua força de trabalho pela subserviência à lógica do capital. Assim, encaminhamos a perspectiva de superação das desigualdades sociais geradas pela lógica do capital numa maciça ordem excludente da grande maioria de jovens e adultos do nosso país expulsos do mundo do trabalho pelo mote da desqualificação profissional . No tocante ao aspecto metodológico adotamos a pesquisa qualitativa do tipo descritiva demarcada pela análise de conteúdos, cuja temática busca investigar o projeto histórico e a prática pedagógica da Educação Física na EJA na perspectiva de superar a hipótese de que os programas e projetos de orientações pedagógicas para a Educação Física não correspondem a uma educação para a emancipação humana. Elegemos as categorias teóricas a totalidade concreta, realidade e possibilidades e como categorias de conteúdo o projeto histórico e a prática pedagógica. O campo empírico foi constituído de 07 escolas da Diretoria de Educação de Aracaju configurando 58% da matrícula na EJA desta diretoria com um contingente de 21 escolas no total. A análise dos dados mostra em essência a organização do trabalho pedagógico e suas nuances contraditórias, pois, as escolas pesquisadas não são influenciadas pelas elaborações teóricas. Considerando assim, por um lado positivo, pois, ignoram as elaborações teóricas que não nascem do chão da escola , ou seja, no diálogo com os sujeitos envolvidos, e por outro negativo, pois, assim como ignoram as elaborações teóricas vazias de projeto histórico ignoram também as contribuições que fomentariam as discussões com o coletivo de professores possibilitando novos diálogos e elaborações pertinentes. Assumimos por fim, a tarefa histórica de engajar-se numa constante e insistente luta pela educação dos estudantes trabalhadores, envoltos em uma vida claramente marcada de contradições e complexidades para as quais a sociedade contemporânea tem que se voltar num profundo processo de mudança e reposição da dívida social ao trabalhador que muito contribuiu e contribui para o crescimento do País.
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Tompa, Steven Mark. "Southeastern United States' Parental Perspectives to Promote Adolescent Sleep Health." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737740.
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Many U.S. adolescents suffer from sleep disorders. Although poor sleep habits may contribute to health issues, less is known about how parental perspectives influence sleep health in adolescents. The purpose of this descriptive phenomenological study was to address a knowledge gap in understanding parental views to promote better sleep habits in adolescents. The blended theoretical framework included the theories of caring science, social learning, advocacy paradigm, and repair and restoration of sleep. Twenty parents in the Southeastern United States participated in open-ended interviews. Research questions were designed to elicit parental perspectives about recognizing unhealthy sleep habits, improving daily sleep health routines, and identifying conditions that led to consultation with health professionals. Colaizzi’s data analysis strategy demonstrated thematic parental reports of declines in attitudes, behaviors, and performances as factors for recognizing unhealthy sleep habits; consistent and routine schedules as options for promoting improved sleep habits; and irregular sleep or health problems as reasons for consultation with health professionals. Recommendations for future research include exploring other geographical locations and investigating school bus schedules interfering with early morning sleep loss. To affect positive social change, dissemination of this study’s findings to health practitioners may influence enhanced provider-patient communications and ultimately contribute to improved sleep habits among adolescents. Additionally, this study’s findings may inform health care administrators with strategies to develop effective parent and provider education programs while reducing unnecessary health services’ utilization and resulting costs for adolescent health.
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Morrison, Lianna. "The high school experience of a learner with Down syndrome: a case study." Thesis, Stellenbosch : University of Stellenbosch, 2008. http://hdl.handle.net/10019.1/1705.
Full textAbstract:
Thesis (MEdPsych (Educational Psychology))--University of Stellenbosch, 2008.The inclusion policy which is currently being implemented according to White Paper 6 (July 2001) has raised many questions and debates. In South Africa at the moment there is a focus on the implementation of inclusion policies in primary schools. Although many studies have been conducted on Down syndrome, there seems to have been little focus on the adolescent. Specifically their experiences in the high school context appear to have received little attention. This paper focused on the experiences of an adolescent with Down syndrome who has been mainstreamed into a high school. The experiences are discussed within identified indicators of quality of life namely; peer relationships, experiences of academic, general school and extra-mural activities. In addition the effects of Down syndrome on areas such as adolescence, inclusion strategies, behaviour and social skills are also investigated. The findings of this paper were that of adolescents with Down syndrome can be successfully mainstreamed if their individual needs are catered for. These needs include opportunities to spend time with learners with the same abilities as their own. Satisfaction was experienced by the participant and her parents regarding her academic placement and scholastic achievements. A factor that played a role in her successful placement was the supportive environment she was in. Although satisfaction was experienced with regards to the process of inclusion there were parental concerns regarding her future independence.